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Elementary Learning Program and Assessment

March 15, 2024

poster of Greater Saskatoon Catholic Schools' Classroom Commitment

Within GSCS, assessment is central to the teaching and learning process. As such, assessment must involve students, parents/guardians and teachers as active participants. The primary purpose of assessment is to support and enhance student learning. Assessment is also used to communicate consistent, accurate and meaningful information to all stakeholders. GSCS values the role of assessment in teaching and learning. Accordingly, GSCS encourages excellence through assessment for learning, assessment as learning and assessment of learning opportunities (GSCS Quality Core Instruction).

Parent-Caregiver%20Guide%20to%20Assessment%20and%20Reporting%20web%20image.pngclick to view the full Parent-Caregiver Guide to Assessment and Reporting

Elementary Progress Reports

Learning Behaviours

Why are learning behaviours important?

Learning behaviours have a significant impact on student achievement; that is, they affect how well students will learn in their areas of study..

How will the teacher report on learning behaviours?

The teacher will assess students on the behaviours outlined below using the scale: Usually, Sometimes and Not Yet Evident

Sample of Elementary Progress Report
(students will receive progress reports three times per year)

Learning Behaviours

Lifelong Learner
The student is curious, observant and reflective as they imagine, explore and construct knowledge.

Asks questions and problem solves
Sets goals and uses feedback for improvement
Perseveres when challenged and seeks assistance when needed

Sense of Self
The student possesses a positive sense of who they are and appreciates the diverse beliefs, languages and practices of others. 

Demonstrates a positive and respectful attitude towards others
Takes responsibility for and manages own behaviour
Demonstrates a positive sense of identity

Engaged Citizens
The student demonstrates confidence, courage and commitment in their contribution to the community. 

Engages in classroom activities
Demonstrates collaboration
Positively contributes to the classroom and school community

Work Habits
The student organizes materials and their time so that they are effective, independent and dependable learners.

Demonstrates organizational skills
Shows care and effort in daily work
Completes tasks independently

Achievement Scale

Key for Required Areas of Study
4ExemplaryEvidence indicates in-depth understanding, demonstration or application of the outcomes
3MeetingEvidence indicates understanding, demonstration or application of the outcomes
2ApproachingEvidence indicates progression towards understanding, demonstration or application of the outcomes
1BeginningEvidence indicates initial understanding, demonstration or application of the outcomes
INCIncomplete: Not enough evidence available to report
NANot applicable this term
IIPAchievement is based on individualized goals
*Achievement is based on curriculum expectations that are well below grade level

Key for Religious Dimension and Learning Behaviours
UUsually Evident
Sometimes Evident
NNot Yet Evident

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